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This study aims to support researchers and practitioners in finding suitable instruments for future research studies and organizational quality assessments.

Employees’ success of learning at work is strongly influenced by the quality of the workplace learning environment. In the recent decades growing effort has been given to the development of surveys to measure the quality of workplace learning, resulting in a large number of available survey instruments. This study conceptually draws on a 3-P model and uses a qualitative metasynthesis to collect and categorize n = 94 surveys that intend to measure the quality of workplace learning (WPL).

The results underline that research on WPL environments is a highly interdisciplinary endeavor, where every discipline enriches the field by a new perspective and own foci. Overall, this study finds a focus on learning culture and working conditions, on social and functional inclusion of the learner and on support and feedback during training. Products of WPL such as professional competences or career aspirations play a minor role.

With the integration of quality measurement instruments from various research studies, this study produces an interactive online instrument map that gives a broad, yet organized overview of available quality measures in the WPL field.

This study aims to explore vocational teachers' perceptions regarding workplace learning that align with students' training models and collaborative teaching involving specialised professionals within the context of industry-university collaboration.

Using a qualitative approach, the study conducted nine semi-structured interviews from three subject areas to better understand how vocational teachers’ work-based learning enhances their pedagogical practice in guiding students’ professional training. Thematic analysis was adopted to identify patterns that emerged from concepts and theories related to coding categories.

The authors identified three key components: vocational teachers’ workplace learning in connection with students’ training models, collaborative teaching with specialised professionals and teachers’ regular interactions with enterprises. The findings demonstrate that vocational teachers’ engagement in workplace learning pertaining to specific subjects provides a valuable avenue for enhancing curriculum design with collaboration with industry experts. This is key for supporting vocational students’ transitions into the workplace and ensuring their knowledge and skills are tailored to the industry-standard practice.

The data are limited to the review of interviews from three vocational subject areas as the representative sector in the study. However, this research implies effective knowledge transfer between workplace settings and vocational institutions, and vocational teachers need to integrate work-based vocational knowledge and skills in a relevant and applicable way across diverse classroom settings.

Fostering collaborative partnerships with local industries and professionals can be a primary way to facilitate authentic learning experiences that are linked to a specific vocational field and bridge the gap between diverse classroom learning and real-world work scenarios.

This study combines contemporary workplace learning theories with the conceptual understanding of vocational teachers’ involvement with industry-specific practice. Connecting teachers’ knowledge to the industry extends the input and collaboration from professionals and field experts to the diverse vocational classrooms.

The purpose of this study is to investigate the driving factors for staff cohesiveness in the workplace and how they are related to workplace learning and development opportunities. Two research questions guided the inquiry: (1) What are the driving factors for staff cohesiveness in the workplace? and (2) How does staff cohesiveness influence workplace learning?

This study is based on a phenomenological research design. The data collection involved interviews and focus group discussions with 22 lecturers in two public universities. Thematic analysis was followed to analyse and interpret data.

The findings of this study indicate that staff cohesiveness is greatly influenced by several factors. Firstly, the presence of shared visions and goals plays a significant role in fostering staff cohesion. In addition, the similarity of age and gender among employees, as well as the presence of mutual support and a sense of belongingness, trust and solidarity, managerial support and the nature of the job that requires collective action, all contribute to staff cohesiveness. It is worth noting that previous studies have not reported the influence of age, gender and job characteristics as factors influencing staff cohesiveness.

Employers should not only focus on the knowledge and hard skills of applicants but also on the soft skills which support teamwork and cohesion in the workplace. Managers who want to enhance workplace learning should create opportunities for social gatherings and informal contacts in the workplace to facilitate informal learning in the workplace. Researchers focusing on workplace learning should include tacit learning practices that occur in the workplace as a result of the closeness between teammates.

This manuscript, which the authors hereby present, is the result of own original work. To the best of the authors’ knowledge, the authors wish to emphasise that it has not been submitted for publication in any other journals.

This literature review explores the potential of gamification in workplace learning beyond formal training. The study also highlights research gaps and opportunities for scholars to develop new theories and methodologies to enhance the understanding and application of gamification in workplace learning. It provides guidance for managers to use gamification to enhance learning and engagement. Ultimately, this review presents gamification as a promising field of study to increase individual and organizational performance.

Literature review of 6625 papers in the timeframe 1990–2020, with an update to include papers published in 2023.

This article examines the impact of gamification beyond formal learning and its potential to enhance employee productivity and well-being in the workplace. While there has been extensive research on gamification in formal learning contexts, little is known about its impact on informal learning. The study argues that the context of gamification is crucial to extending its effects and discusses the role, antecedents and consequences of game design elements in the workplace. The article also explores how the learning context relates to employee learning during work. Further research is necessary to investigate the impact of individual characteristics on work experience and performance.

Intended contribution of the present study is the development of a theoretical framework exploring the benefits of gamification in a work context.

For practicing managers, this paper shows how to use gamification to increase workplace learning and employee engagement, not just in the context of formal learning—as some companies already do today—but also systematically, in the context of informal learning.

This study explores the impact of gamification on informal workplace learning and emphasizes the significance of the context of gamification in extending its effects to improve individual and organizational performance.

The purpose of this study is to examine learning and employee-driven innovation (EDI) in the public sector, with a particular focus on the interplay between employee engagement and organisational conditions.

The material consists of qualitative interviews with 23 participants from three municipal sites of innovation support that participated in a national programme aiming to strengthen municipalities’ innovation work.

The study found numerous constraining organisational conditions resulting in consequential loss of employee engagement for EDI. The conclusion drawn is that employee engagement and enabling organisational conditions are central to EDI in public sector workplaces, and that incorporating EDI into municipal daily operations requires paying attention to the interplay between organisational conditions and employee engagement.

This paper provides important guidance for supporting EDI in the public sector. Implementing EDI into operations requires employee engagement to be successful. However, employees’ engagement should not be overlooked or taken for granted. A practical implication of this study is that EDI in the workplace must be encouraged by creating a learning environment that supports innovative learning in the workplace. In practice, measures should be taken to support employee engagement by creating organisational conditions that provide a more expansive learning environment to ensure the continuity and perpetuation of EDI in public sector organisations.

Organizations face a paradox. Because of the disruptions of COVID-19, learning and development was largely put on hold. However, this disruption also changed the value proposition for employees: they expect learning and development to be prioritized. The purpose of this paper is to resolve this paradox by providing a strategic framework that increases the capacity for workplace learning within the constraints of a hybrid world.

Although the COVID-19 disrupted shifted when and where employees learn, it did not change how learning occurs. Therefore, this paper draws from research on workplace learning, cognitive science and neuroscience to develop a conceptual framework of workplace learning and provide practical guidance on how leaders can support it in a hybrid world.

This paper presents a new framework for workplace learning. First, this paper identifies seven key workplace learning behaviors. This paper addresses why a focus on behavior over outcomes is strategically advantageous for hybrid learning. Second, this paper details the opportunities, resources and leadership behaviors that enable each behavior.

This paper provides scholars with a new approach to learning and opens avenues for research on the antecedents of workplace learning behaviors, as well as understanding how the behaviors interact over time.

This paper helps executives make strategic decisions about hybrid learning based on the science of learning. This paper also provides key tactics for how to encourage and enable employees to learn in remote or hybrid environments.

Although there is an abundance of research on individual, team and organizational learning, there is little guidance on what strategies leaders can use to enable learning in the moment, when it is needed most. This paper reorients learning strategy away from learning outcomes to focus on the behaviors that are required to achieve those outcomes. In doing so, this paper provides a model for learning how to learn in a hybrid world.

Studies have so far focused on learning in organizations, factors affecting learning, learning effectiveness and so on but the concept of learning in a hybrid work arrangement is yet unexplored. The purpose of this study is to measure the perception of faculty members in higher education institutions towards learning in a hybrid work arrangement and also to measure the differences of perception towards hybrid work arrangement based on employees’ gender and organization type.

The data was collected from a sample of 390 faculty members composing of Assistant Professors, Associate Professors and Professors, purposely chosen from two of the premier higher education institutions (one private and one public) located in Punjab, India. A self-structured questionnaire was administered to the faculty members who are working on a regular basis and have minimum of two years of work experience with the chosen university. For analysing the collected data exploratory factor analysis and other descriptive statistics have been applied.

The findings of the survey show that in terms of gender differences, it is the female employees who are more satisfied with different aspects of hybrid/remote work arrangement as compared to male employees. In regard to organizational differences in the perception towards learning in a hybrid work arrangement it is found that public university employees have a more positive attitude so far as individual factors are concerned, but in terms of organizational factors, it is the private university that is scoring better than the public university.

The study is limited to only two higher education institutions, and its findings to be applicable in all higher education institutions, further studies may be required on a larger canvas. Future studies may be undertaken using advanced statistical tools like structural equation modelling to explore various variables associated with learning in a hybrid work arrangement.

Applicability of hybrid work arrangement is very high in higher education institutions and to the best of the authors’ knowledge, this is the first study which adds to the literature on perception of employees towards organizational learning in a hybrid work arrangement.

The focus in professional learning is often on formal activities such as workshops, conferences and courses. There is also a tendency to focus on formal programmes of coaching and mentoring in teacher education. Emphasising the formal activities means that everyday informal learning in educational settings is overlooked. Informal coaching and mentoring could be utilised to support teachers' career-long professional learning.

This is a conceptual paper which draws on the author's research and seeks to expand what is considered as professional learning within teacher education – namely, informal coaching and mentoring. To understand how to support this professional learning, the lens of social practice is used with an emphasis on learning environments and learning practices.

Coaching and mentoring can be identified in informal encounters in the staffroom, school corridors and many places and situations. Findings are presented in relation to the importance of informal learning from and with colleagues and the role of headteachers.

More attention has been paid to informal learning, but there is still a need for what could be termed an “informal turn”. Understanding that informal coaching and mentoring afford professional learning opportunities to the teachers who both provide and receive coaching and mentoring can help to support their learning. Recommendations are provided on how educational settings can facilitate and support these professional learning opportunities while preserving their informality.

The purpose of this paper is to assess previous research on conditions for managers’ learning and development in daily work practices and how such conditions may influence their sustainability and also to propose a concept and a heuristic model that reconceptualizes and expands on the theoretical foundations generated in previous studies of managers’ learning and development at work.

This paper is based on an integrative literature review. The literature search identified 1,403 unique studies. Nine qualitative and seven quantitative studies met the relevance and quality criteria and were included in the review.

The results of the review found associations between managers’ learning conditions, career opportunities, individual engagement and sustainability. However, the small amount of empirical data used in the reviewed studies and the cross-sectional design of the studies make it difficult to establish the nature of the relationship between different variables.

The results of this paper show that managers need to care for and take advantage of opportunities for their own development and not only function as creators of their employees’ development. Employers should keep in mind that the development environment includes managers and employees.

This paper contributes with an original concept of managers’ development environments and a conceptual model that integrates theory with results from the included studies. Based on the model, propositions that may serve as an agenda for future research are formulated.

The purpose of this study is to explore schoolteachers’ experiences of knowledge sharing as a source of informal learning in the workplace when teaching new education programs on financial literacy and entrepreneurial skills.

This study is based on interviews with American schoolteachers teaching education programs provided by Junior Achievement USA that aim to equip pupils with practical skills in financial literacy and entrepreneurship to improve their work-readiness in adult life.

The findings of this study indicate that knowledge sharing is a source of informal learning among the teachers when dealing with the JA programs. This takes place through collaboration in communities of practice. Experienced teachers (who have previously taught the programs) are especially valuable in sharing their insights and helping the teachers prepare their teaching. Such knowledge-sharing practices help the schoolteachers to improve their practices. Having a supportive social culture encourages knowledge sharing between schoolteachers, but more time is needed to prioritize this kind of collaboration between co-workers.

Teaching financial literacy and entrepreneurship through pupil-driven activities can be experienced as different from teaching regular subjects, and teachers in the study seem to benefit from sharing experiences when it comes to preparing or adding to their teaching. The findings suggest that to facilitate knowledge-sharing practices can be helpful to schoolteachers when introducing new topics and pedagogical methods in schools.